1. How do we qualitatively and quantitatively describe chemical and physical changes? (Macro, Micro, Symbolic)
2. What is nuclear change? How do we distinguish it from physical and chemical change?
3. How do chemists determine and measure out the proper amounts of ingredients in their chemical recipes?
4. Why is energy involved in chemical and physical change? What determines if a change is exothermic or endothermic?
5. What determines the unique physical and chemical properties of elements, given that they are all made up of protons, neutrons and electrons?
Focus Questions for 4th Quarter Exam
1. Why do some substances react quickly, and others slowly? (what determines reaction rate?)
2. What determines if a reaction is endothermic or exothermic? How can you represent this with an energy diagram?
3. What are the driving “forces” in chemical reactions?
4. How do these driving forces determine if a reaction is spontaneous or not?
5. What is a reversible reaction (as opposed to a reaction that can be reversed)?
6. What is chemical equilibrium, and how can it be shifted?
7. Why do neutral solutions have a pH of 7?
8. What is the difference between a strong and weak acid (as opposed to a dilute or concentrated acid)?
Focus Questions for 3rd Quarter Final Exam
1. How can we use the Triangle of Chemistry (Macro, Micro, Symbolic) to describe dissolving (making a solution)?
2. Why are solutions clear, while other mixtures are cloudy?
3. Why do some things dissolve or mix well, while others do not? What determines how well things mix?
4. How can we measure reaction rate?
5. On a microscopic level, what determines reaction rate?
---Due Date---
--Assignment---
Mon 1/25
Find the # of atoms in your name (written in chalk)
Mon 2/8
Answer these Q's (related to lab)
How do chemists determine the amount of each ingredient needed in their chemical recipes (equations)?
How do chemists measure the amount of each ingredient/reactant for their chemical recipes?
What do the “amounts” (coefficients) in the chemical equations mean?
What generally happens when the chemical “recipe” isn’t followed?
Thur 2/15
3rd Quarter Mid-term Exam
Weds 3/31
Turn "Solution A + Solution B" Lab
Fri 4/2
3rd Q Final Exam
Radon Project
Radon gas is the 2nd leading cause of lung cancer in the US. This radioactive gas, produced by the radioactive decay of uranium in the soil, can leak into homes through sump pump wells and small cracks in the foundation. I am asking the students to bring radon detectors into their homes to monitor radon levels. If the detector indicates a level of 4 pCi/L or higher, the EPA suggest that steps be taken to reduce radon in the home. If your home has levels that are 4+, I would suggest that you do follow up tests. The dangers of radon are from long-tern exposure, much like UV light and skin cancer, so there is no need to take immediate steps to remove the radon.You can get advice and test kits from the Iowa AIR Coalition (1-800-206-7818).
Essential Questions - AHS Chemistry
All year:
1. What is energy? What is ‘matter’?
2. What is the make-up of the Universe? 3. What is the evidence that atoms (& sub-atomic particles) exist?
4. How can all the different “chemicals” we wear, eat, breath, etc. be made of the same basic stuff? What determines the similarities and differences between different chemicals?
1st Semester: 1. How do we describe and classify chemicals and their changes? (Macro, Micro, Symbolic)
a. How do we describe chemical and physical changes qualitatively?
• What distinguishes chemical and physical change?
• What is the evidence for chemical change?
• What is the evidence for physical change?
• How do we classify and distinguish between different types of reactions?
• What is nuclear change? How do we distinguish it from physical and chemical change?
b. How do we describe physical and chemical change quantitatively? (Macro, Micro, Symbolic)
• What is mass, and what happens to mass in chemical and physical changes?
*How do we measure/count numbers of atoms/molecules? • What determines the proper chemical “recipe” in chemical reactions?
• How do chemists measure out the proper ratio of ingredients in their chemical recipes?
2nd Semester:
Leftover from first semester: (stoichiometry: mole-mole, mass-mole, limiting reactant)
How do chemists measure out the proper ratio of ingredients in their chemical recipes?
How do chemists calculate amounts of reactant and product in chemical reactions?
How do chemists predict how much reactant will create a certain amount of product?
How can we understand matter (stuff) and its properties on a “particle” level?
1. What are driving forces for chemical reactions?
a. Why do some substances react quickly, and others slowly?
b. How is energy used or created in reactions? (Why are some reactions exothermic and others endothermic?)
c. Why are some reactions reversible while others are not?
d. How is pH measured and what does it mean?
e. What are acids and bases, and why are some dangerous?
f. Why do some substances react, when others don’t?
2. How do we describe, classify and distinguish between “particles”?
a. How can we explain the pattern of elements in the Periodic Table?
b. What is our most current model of the atom, and what is the evidence for it?
c. How do atoms combine to form compounds?
d. How do combinations of different atoms determine the physical properties of different compounds?
e. What is a ‘particle’ in chemistry? Compare/contrast atoms, compounds, molecules, formula units, ion, polyatomic ions
Grading – Chemistry
5 categories: 1) Tests (40%). (There will be 2 tests each quarter, near the middle and near the end of each quarter) 2) Labs, Homework, Projects & Quizzes (35%) 3) Student traits: (10%) (participation and work habits)
4) Semester Exam (15%) Lab Practical + Written Exam
Semester Exams will be cumulative and will be worth 15% of the semester grade.
The grading scale is not rigid. Although I do not round percent grades, attitude and effort will also be considered, especially for borderline grades at semester,
Grading Rubric for tests and projects 5 = Shows evidence of thorough knowledge and deep understanding of the subject matter. (Contains logical explanations based on valid information/data. Demonstrates insight into concepts, without
misconceptions. Explanation is written clearly and uses technical terms appropriately.) 4 = Shows evidence of competent knowledge and understanding of the subject matter.
3 = Shows evidence of basic knowledge and understanding of the subject matter.
2 = Shows evidence of incomplete knowledge and understanding of the subject matter.
1 = Shows evidence of limited/little knowledge and understanding of the subject matter.
Grading Rubric for labs and homework
5 = Evidence of deep thinking and exceptional effort. High quality work
4 = Evidence of good thinking and effort. Above average quality work.
3 = Evidence of some thinking and effort. Average quality work.
2 = Evidence of little thinking and effort. Below average quality work.
1 = No evidence of thinking or effort. Low quality work.
Welcome to Mr. Lazere's Chemistry Page!
Focus Q's for Final Exam
1. How do we qualitatively and quantitatively describe chemical and physical changes? (Macro, Micro, Symbolic)
2. What is nuclear change? How do we distinguish it from physical and chemical change?
3. How do chemists determine and measure out the proper amounts of ingredients in their chemical recipes?
4. Why is energy involved in chemical and physical change? What determines if a change is exothermic or endothermic?
5. What determines the unique physical and chemical properties of elements, given that they are all made up of protons, neutrons and electrons?
Focus Questions for 4th Quarter Exam
1. Why do some substances react quickly, and others slowly? (what determines reaction rate?)2. What determines if a reaction is endothermic or exothermic? How can you represent this with an energy diagram?
3. What are the driving “forces” in chemical reactions?
4. How do these driving forces determine if a reaction is spontaneous or not?
5. What is a reversible reaction (as opposed to a reaction that can be reversed)?
6. What is chemical equilibrium, and how can it be shifted?
7. Why do neutral solutions have a pH of 7?
8. What is the difference between a strong and weak acid (as opposed to a dilute or concentrated acid)?
Focus Questions for 3rd Quarter Final Exam
1. How can we use the Triangle of Chemistry (Macro, Micro, Symbolic) to describe dissolving (making a solution)?2. Why are solutions clear, while other mixtures are cloudy?
3. Why do some things dissolve or mix well, while others do not? What determines how well things mix?
4. How can we measure reaction rate?
5. On a microscopic level, what determines reaction rate?
Radon gas is the 2nd leading cause of lung cancer in the US. This radioactive gas, produced by the radioactive decay of uranium in the soil, can leak into homes through sump pump wells and small cracks in the foundation. I am asking the students to bring radon detectors into their homes to monitor radon levels. If the detector indicates a level of 4 pCi/L or higher, the EPA suggest that steps be taken to reduce radon in the home. If your home has levels that are 4+, I would suggest that you do follow up tests. The dangers of radon are from long-tern exposure, much like UV light and skin cancer, so there is no need to take immediate steps to remove the radon.You can get advice and test kits from the Iowa AIR Coalition (1-800-206-7818).
Essential Questions - AHS Chemistry
All year:
1. What is energy? What is ‘matter’?
2. What is the make-up of the Universe?
3. What is the evidence that atoms (& sub-atomic particles) exist?
4. How can all the different “chemicals” we wear, eat, breath, etc. be made of the same basic stuff? What determines the similarities and differences between different chemicals?
1st Semester:
1. How do we describe and classify chemicals and their changes? (Macro, Micro, Symbolic)
a. How do we describe chemical and physical changes qualitatively?
• What distinguishes chemical and physical change?
• What is the evidence for chemical change?
• What is the evidence for physical change?
• How do we classify and distinguish between different types of reactions?
• What is nuclear change? How do we distinguish it from physical and chemical change?
b. How do we describe physical and chemical change quantitatively? (Macro, Micro, Symbolic)
• What is mass, and what happens to mass in chemical and physical changes?
*How do we measure/count numbers of atoms/molecules? • What determines the proper chemical “recipe” in chemical reactions?
• How do chemists measure out the proper ratio of ingredients in their chemical recipes?
2nd Semester:
Leftover from first semester: (stoichiometry: mole-mole, mass-mole, limiting reactant)
How do chemists measure out the proper ratio of ingredients in their chemical recipes?
How do chemists calculate amounts of reactant and product in chemical reactions?
How do chemists predict how much reactant will create a certain amount of product?
How can we understand matter (stuff) and its properties on a “particle” level?
1. What are driving forces for chemical reactions?
a. Why do some substances react quickly, and others slowly?
b. How is energy used or created in reactions? (Why are some reactions exothermic and others endothermic?)
c. Why are some reactions reversible while others are not?
d. How is pH measured and what does it mean?
e. What are acids and bases, and why are some dangerous?
f. Why do some substances react, when others don’t?
2. How do we describe, classify and distinguish between “particles”?
a. How can we explain the pattern of elements in the Periodic Table?
b. What is our most current model of the atom, and what is the evidence for it?
c. How do atoms combine to form compounds?
d. How do combinations of different atoms determine the physical properties of different compounds?
e. What is a ‘particle’ in chemistry? Compare/contrast atoms, compounds, molecules, formula units, ion, polyatomic ions
Grading – Chemistry
5 categories:1) Tests (40%). (There will be 2 tests each quarter, near the middle and near the end of each quarter)
2) Labs, Homework, Projects & Quizzes (35%)
3) Student traits: (10%) (participation and work habits)
4) Semester Exam (15%) Lab Practical + Written Exam
Grading Scale
A+: 95-100% A: 90-94% A-: 85-89%
B+: 80-84% B: 75-79% B-: 70-74%
C+: 65-69% C: 60-64% C-: 55-59%
D+: 50-54% D: 45-49% D-: 40-44% F: < 40%
Grading Rubric for tests and projects
5 = Shows evidence of thorough knowledge and deep understanding of the subject matter.
(Contains logical explanations based on valid information/data. Demonstrates insight into concepts, without
misconceptions. Explanation is written clearly and uses technical terms appropriately.)
4 = Shows evidence of competent knowledge and understanding of the subject matter.
3 = Shows evidence of basic knowledge and understanding of the subject matter.
2 = Shows evidence of incomplete knowledge and understanding of the subject matter.
1 = Shows evidence of limited/little knowledge and understanding of the subject matter.
Grading Rubric for labs and homework
5 = Evidence of deep thinking and exceptional effort. High quality work
4 = Evidence of good thinking and effort. Above average quality work.
3 = Evidence of some thinking and effort. Average quality work.
2 = Evidence of little thinking and effort. Below average quality work.
1 = No evidence of thinking or effort. Low quality work.